(Changes are in made in lime green.. :) Thought it would be clear and interesting.. :)
Focus
Have students use their Water Use Checklist to write down the different ways that they use water at home. Try to have every student write five ways they use water at home. Discuss and share the checklist.
Explore
Have students take home Average Daily Water Use Tally to record how water is being used in the home. The students will mark a tally for every time water is used in the home (toilet, faucet, bathtub, shower, wash clothes or dishes, drink, water lawn or car).
Reflect
Have students discuss how water was being used in their homes and how much. Ask them what it means to waste water or to use it excessively. After discussion you could have students take Average Daily Water Use Tally home again and make notes on if water is being wasted or used excessively. Another discussion could be done on how to be Water-Wise. Have the students discuss ways to conserve water after the experiences of observing how water was being used in their homes.
Apply
Have students make posters for display on how to conserve water. They will use their ideas from discussions and observations in their home for how water is wasted and how it can be conserved.
Wrapping Up the Lesson
All students will share poster with the class and also try to incorporate what was learned at home.
Problem Focus:
Wasting water. What ways can we conserve water and how does it impact the community?
UNIT TITLE: GOING DRY? : Why is it important to conserve water and how does it impact the community?
Grade Level: 3rd
Subject: Science
Duration: 4-5 days
Goals: To allow students to share information on how to conserve water and understand why it’s important. Students will understand the amount of water they use as well as their own household. They will research the average amount of water usage for the size of their family to the county they currently live. They will also produce a chart showing the water usage from other countries versus their own to compare and contrast what needs to be done.
Technology Standards:
1. Communication and collaboration-students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a.interact, collaborate and publish
b.communicate effectively and efficiently
c. develop a clearer understanding of cultural differences
d.work together to complete projects and solve issues
2. Research and information fluency-students apply digital tools to gather, evaluate and use information.
a. plan strategies to implement and inquire
b. locate, organize, evaluate and analyze the data you receive and use accordingly
c. evaluate select information with digital tools and task for verifcation
d. process and publish data results
Content Standards:
S3L2: Students will recognize the effects of pollution and humans on the environment.
Explains the effects of pollution and the excess use of water to the habitats of plants and animals.
Identify ways to protect the environment and conserve water.
Prerequisite Standards:
a. Basic understanding of conserving water.
Identify ways to save water and use other resources.
Basic understanding of technology to use the internet and Microsoft Powerpoint.
Objectives, Outcomes or Framing Questions: List your over objectives, outcomes or framing questions.
Students will explain the benefits of saving water or conservation.
Students will identify items that can be used to help conserve water.
Students will explain how conservation of water impacts the environment and their community.
Students will work collaboratively to organize a conservation project in their community.
*Students will present a Power Point presentation on their community project and the effectiveness of
conservation for a community.
OUTLINE FOR PBL
Introduction of the Problem:
Our environment and water are important for many reasons. Water is nature’s way of providing us with a resource we can enjoy, drink and use for a variety of ways. In order to conserve our water resources, we must work together to conserve water. By recycling water, we will aide in the protection of the resources currently in place and the environment.
We will be working over this next week researching a variety of ways to conserve water both in our own homes and in our community. We will learn why it’s important to conserve water as well as why it’s important for our homes and community.
Before we begin, I want you to take the sticky note I’ve given you and tell me your definition of conservation? What does it mean to conserve? Now, I’ve created a KWL chart for us to place our sticky notes on under “K” and over the next few minutes, I want us to come up with what we want to know about water conservation/conservation. As we review these answers, I would like for you to think about some questions you may want to know or learn. When we travel to the computer lab, you’ll have to research what you’re thinking and we’re gonna bring it back and discuss it.
Students will use the internet to find the definition, meaning and what it means to conserve.
Students will look up the proper graphic organizer in which they will use to keep track of their project.
Students must be able to transfer lessons over to their notebook so they can keep accurate and efficient data.
Students will become knowledgeable about how to record, read, analyze and process facts about conservation.
Possible projects to demonstrate collaboration and individuality for final projects:
Displaying graphic organizers outside the room and/or media center.
• Create and present a posterboard or powerpoint presentation about how to launch a water conservation project within the school, home
or community.
(A) Groups will be determined based on a previous assessment given on water usage and conservation. A look at their score, discussion in class and overall excitement of the subject, students will then be placed in groups. Groups will be comprised of 2 boys and 2 girls giving 4 groups of 4 for a total of 16 students. Individual assessment will be given as well for the home assignments.
(B) Each group will have 2 boys/2girls for a total of 4 members per group. Total-16 students.
(C) Students will use microsoft Powerpoint to present ideas to solve given problems. They will be able to access Webspiration to create graphic organizers as well as creating or gathering other modalities of graphic organizers. They will have access to Microsoft Publisher and even the school’s RAM TV in order to advertise and market.
(Changes are in made in lime green.. :) Thought it would be clear and interesting.. :)
Focus
Have students use their Water Use Checklist to write down the different ways that they use water at home. Try to have every student write five ways they use water at home. Discuss and share the checklist.Explore
Have students take home Average Daily Water Use Tally to record how water is being used in the home. The students will mark a tally for every time water is used in the home (toilet, faucet, bathtub, shower, wash clothes or dishes, drink, water lawn or car).Reflect
Have students discuss how water was being used in their homes and how much. Ask them what it means to waste water or to use it excessively. After discussion you could have students take Average Daily Water Use Tally home again and make notes on if water is being wasted or used excessively. Another discussion could be done on how to be Water-Wise. Have the students discuss ways to conserve water after the experiences of observing how water was being used in their homes.Apply
Have students make posters for display on how to conserve water. They will use their ideas from discussions and observations in their home for how water is wasted and how it can be conserved.Wrapping Up the Lesson
All students will share poster with the class and also try to incorporate what was learned at home.Problem Focus:
Wasting water. What ways can we conserve water and how does it impact the community?
Mind Map Link: http://www.mywebspiration.com/view/574719a206bc
UNIT TITLE: GOING DRY? : Why is it important to conserve water and how does it impact the community?
Grade Level: 3rd
Subject: Science
Duration: 4-5 days
Goals: To allow students to share information on how to conserve water and understand why it’s important. Students will understand the amount of water they use as well as their own household. They will research the average amount of water usage for the size of their family to the county they currently live. They will also produce a chart showing the water usage from other countries versus their own to compare and contrast what needs to be done.
Technology Standards:
1. Communication and collaboration-students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a.interact, collaborate and publish
b.communicate effectively and efficiently
c. develop a clearer understanding of cultural differences
d.work together to complete projects and solve issues
2. Research and information fluency-students apply digital tools to gather, evaluate and use information.
a. plan strategies to implement and inquire
b. locate, organize, evaluate and analyze the data you receive and use accordingly
c. evaluate select information with digital tools and task for verifcation
d. process and publish data results
Content Standards:
S3L2: Students will recognize the effects of pollution and humans on the environment.
Explains the effects of pollution and the excess use of water to the habitats of plants and animals.
Identify ways to protect the environment and conserve water.
Prerequisite Standards:
a. Basic understanding of conserving water.
Identify ways to save water and use other resources.
Basic understanding of technology to use the internet and Microsoft Powerpoint.
Objectives, Outcomes or Framing Questions:
List your over objectives, outcomes or framing questions.
- Students will explain the benefits of saving water or conservation.
- Students will identify items that can be used to help conserve water.
- Students will explain how conservation of water impacts the environment and their community.
- Students will work collaboratively to organize a conservation project in their community.
*Students will present a Power Point presentation on their community project and the effectiveness ofconservation for a community.
OUTLINE FOR PBL
Introduction of the Problem:
Our environment and water are important for many reasons. Water is nature’s way of providing us with a resource we can enjoy, drink and use for a variety of ways. In order to conserve our water resources, we must work together to conserve water. By recycling water, we will aide in the protection of the resources currently in place and the environment.
We will be working over this next week researching a variety of ways to conserve water both in our own homes and in our community. We will learn why it’s important to conserve water as well as why it’s important for our homes and community.
Before we begin, I want you to take the sticky note I’ve given you and tell me your definition of conservation? What does it mean to conserve? Now, I’ve created a KWL chart for us to place our sticky notes on under “K” and over the next few minutes, I want us to come up with what we want to know about water conservation/conservation. As we review these answers, I would like for you to think about some questions you may want to know or learn. When we travel to the computer lab, you’ll have to research what you’re thinking and we’re gonna bring it back and discuss it.
Possible projects to demonstrate collaboration and individuality for final projects:
- Displaying graphic organizers outside the room and/or media center.
• Create and present a posterboard or powerpoint presentation about how to launch a water conservation project within the school, homeor community.
(A) Groups will be determined based on a previous assessment given on water usage and conservation. A look at their score, discussion in class and overall excitement of the subject, students will then be placed in groups. Groups will be comprised of 2 boys and 2 girls giving 4 groups of 4 for a total of 16 students. Individual assessment will be given as well for the home assignments.
(B) Each group will have 2 boys/2girls for a total of 4 members per group. Total-16 students.
(C) Students will use microsoft Powerpoint to present ideas to solve given problems. They will be able to access Webspiration to create graphic organizers as well as creating or gathering other modalities of graphic organizers. They will have access to Microsoft Publisher and even the school’s RAM TV in order to advertise and market.
(Changes made to Rubric-all aspects.)